How I Trained for the Junior Triathlon
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How I for Trained the Junior Triathlon Lower Middle Upper Text Type 1500–1800 words 1900–2400 words 2500–3000 words RA 8.8–9.2 RA 9.3–9.7 RA 9.8–10.2 So You Want to Be Procedure Build Your Own Easel Making a Cheesecake a Cartoonist? Recount (Explanation) Ten Milestones in Space Rail Accidents Three Terrible Hurricanes Information Report (Description) Mythical Creatures The World of Caves Top Towers Information Report (Explanation) A Weather Counting Book Two Polar Regions Seven Ancient Wonders Fact Interview Food Science FAQs Hobbies Fireflies and Glow-worms Mother Teresa: Biography Ned Kelly Saint of the Gutters Edmund Hillary How Forensic Scientists How Musical Explanation Work Instruments Work How Solar Energy Works How I Learned to How I Trained for the How I Learned to Procedural Recount Be a Nipper Junior Triathlon Snowboard Realistic Fiction (Out of School) Junkyard Treasure Outback Betty’s Harry’s Dream Realistic Fiction (In School) On the Case The Real-Life School Project Ms McMahon Historical Fiction The Wooden Horse Trick Cheung Saves the Day The Slave Fantasy The Cloud Washerwoman Sammy Stevens Sings Finbar and the Long Trek Science Fiction A New Source of Power The Intergalactic Race Eighth Moon Fiction Catty Bimbar and the Humour The Upstairs Dragon My Rhyming Grandpa New-Age Pirates The Mystery of The Mystery of the Mystery Mystery Under the Big Top Autoplane 500 Missing Food The Wicked Witch of the Folktales Singing Sands Gulnara Momotaro, Little Peachling We have designed these lesson plans so that you can have the plan in front of you as you teach, along with a copy of the book. Suggestions for teaching have been divided into questions and discussion that you may have with students before, during, and after they read. You may prefer to explore the meaning and the language in more detail before students read. Your decisions will depend on the gap between students’ current knowledge and the content, vocabulary, and language of the book they are about to read. The more information students have up front, the easier it will be for them to read the text. • can be done by anyone of any age, who is prepared to train for it. What kind of training is needed for a triathlon? Discuss the physical aspects of the training. What else do you think competitors need to consider as part of their preparation? Guide the discussion to address the issues of diet, equipment and gear, and rest. HOW I TRAINED FOR THE COVER JUNIOR TRIATHLON Before Reading Read the title and examine the cover Middle level fact photographs. Discuss what the book may be Text type: Procedural Recount about. Why do you think these images have Reading age 9.7 been chosen for the cover? Who might this Word count 2,051 person be? Think about the title and tell me what type of book this is. Guide students to observe that this is a procedural text. What Before Reading do you expect to see in a book like this? Activate prior knowledge by asking students Guide students to identify that they might see if they know what a triathlon is. Encourage steps or instructions. discussion and guide understandings so that Read the blurb. What additional information the students build knowledge that a triathlon: does this give you? What do you expect to • is a race find inside this book? Guide the discussion to build understandings that Natasha is • combines three sports – swimming, cycling, describing her training in this book. and running Who is Natasha? How old do you think she is? • usually begins with swimming leg, followed by bike ride, and ends with run What kind of person do you expect Natasha may be? • usually takes place at and around a beach What topics will Natasha address in this book? • is tough and requires endurance 2 What kinds of skills and procedures do you to read the definition aloud. What have you expect to learn? been a competitor in? Discuss students’ How I for Trained the Junior Triathlon experiences. CONTENTS PAGE Read the introduction and be ready to explain what is involved in a triathlon. When you read page 6, jot down some of the things Open the book. Tell me what you know about you need to compete. this page. Discuss features of the contents page. Where would I go to read about Changeovers? Students should quickly respond After Reading with the page number. Repeat for other pages. Who is Natasha? What is special about Encourage quick responses. Discuss the ways Natasha? an information text differs from a story. What is a triathlon? What do you think a What else might be in an information book? junior triathlon is? Discuss the terms glossary and index. Ask students to explain what each term means. What order do the events occur in? Visit each of these pages to clarify that Is this an easy event? Could I go in one the glossary provides meanings for new or tomorrow? Why not? tricky words about the topic, and the index Who can do a triathlon? What do you need to provides the page numbers to help the reader do to be able to do a triathlon? locate particular things in the book. How does Natasha know so much about Discuss the term introduction. What does triathlons? this mean? Guide students to understand that an introduction provides general What is Natasha’s feeling about triathlons? information about the topic, which can build Read the last three lines together. What readers’ knowledge. Do you think this might does it mean that training for her first be a useful place to start? (triathlon), put things into a whole new perspective? INTRODUCTION What equipment or gear do you need to be in a triathlon? Go through each item and have During Reading students explain what it is used for. What do you notice first about this page? Guide students to information contained in TRAINING FOR THE BIG DAY the illustrations. Read the captions. What do you notice about the people in the photos? Students should notice the three legs to the During Reading triathlon. What is interesting about these Tell me what you see on page 8. Discuss people? the photograph and read the caption. Who is Natasha training with? Where are they What do you notice about the words on training? Would this be the only place page 4? Students should notice the bold that they train for the running leg? Guide text on competitor, and suggest that this inferences to address that they may do some word is located in the glossary. Direct training at the beach. students to the glossary and ask students 3 Read page 8 and be ready to chat about how swims and how much swimming she does. See Natasha prepares for the big day. Learn how if you can work out how many laps Natasha Natasha prepares for her training sessions, and swims every week as part of her training. how the training sessions change as she gets closer to the day of the triathlon. After Reading What did you learn about Natasha’s swimming After Reading programme? How many times each week does How long does a junior triathlon usually take? Natasha do her training? At what time of day What factors could make it take longer than does Natasha train? Why do you think she that? Students should suggest that it takes trains in the mornings? Invite students to infer longer if you haven’t trained properly. Guide the that Natasha’s training needs to fit in around conversation to build inferential understandings. other things in the day, like going to school. What else might make the race take longer? How many laps does Natasha do each training Guide students to infer other factors such as day? How many does that mean she does each illness or an injury. week? What does Natasha suggest all competitors What did Natasha do when she got really wear? Why would they need sunscreen? puffed? What is Natasha’s training program? Discuss. What did Natasha find happened after she had Direct students to reread the second paragraph been training for a few weeks? Direct students so they can provide details from the book. to reread the second paragraph to check if How would you describe the training program? needed. What happens to the training program as she gets closer to the day of the race? CYCLING SWIMMING During Reading Look at the photograph on page 10. What During Reading will we find out about on this page? Students should identify that this page will give the Describe what you notice about these details of the cycling training. How often photographs. Students should infer that they would you expect Natasha to cycle? Students show that competitors need to practice by should make their inference based on the swimming laps, but that it also helps to have a amount of time spent training for the run and coach or someone to assist with the training. swim. In what ways would they help the competitors? Invite inferences. What do you notice about the words on the page? Students should notice the bold text What do you notice about the words on the on heart rate, and suggest that this word is page? Students should notice the bold text on located in the glossary. What is your heart lap, and suggest that this word is located in rate? Ask students to infer. Direct students the glossary. Direct students to the glossary to the glossary and ask students to read the and ask students to read the definition aloud.